Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? That games increase engagement and motivation for learning W = What do you want to learn? Some different ways I can use games in my teaching / coaching L = What have you learned? (we'll do this last one later)
Fostering Student Engagement
Know
Want
Learn
It is effective in increasing student engagement I already use some games in my day-to-day teaching
Some new techniques/ideas/strategies on how to increase my use of gamification/GBL in my lessons
Only just starting so not up to tis yet!
Engagement
- An activity that I was recently engaged with was a recent golf lesson I had with my local professional.
- It was engaging because I am interested in golf, the professional showed me what I needed to improve and gave me constructive advice / drills / games that I could use to improve
- I saw immediate results during the lesson
- Positive encouragement
- I felt excited and enthuisatic about golf again Air New Zealand safety movie
- Enaging because it used the themes of a popular movie (Hobbit) to convey important safety messages.
- Because it was delivered differently it had your attention Why are games engaging? Marc Prensky 1. Games are a form of fun. That gives us enjoyment and pleasure. Fun gives relaxation and motivation and therefore the learning is better. 2. Games are form of play. That gives us intense and passionate involvement. Play is something one chooses to do. • Play is intensely and utterly absorbing. • Play promotes the formation of social groupings. 3. Games have rules. That gives us structure. 4. Games have goals. That gives us motivation. 5. Games are interactive. That gives us doing. 6. Games are adaptive. That gives us flow. 7. Games have outcomes and feedback. That gives us learning. 8. Games have win states. That gives us ego gratification. 9. Games have conflict/competition/challenge/opposition. That gives us adrenaline. 10. Games have problem solving. That sparks our creativity. 11. Games have interaction. That gives us social groups. 12. Games have representation and story. That gives us emotion. I agree with Marc Prensky. An example that I can use is in the coaching of my Rugby team. When we just do drills working on a skill I find the energy levels not the same. For each skill I try to now look at a game I can use to develop the skill. It increases the fun and motivation and ultimately skill development improves often without the student knowing. I use many games in Mathematics too.
The 4 Keys to Fun Nicole Lazzaro
1. Hard fun – challenge
2. Easy fun – exploration, trial and error
3. Serious fun – reward e.g weight
4. People fun – amusement (laughter) social bonding
Fun to me is doing something or playing something that you want to do and can't wait to do. It doesn't feel like work yet can be challenging. It is never boring. I like the feeling of exploration and trying something new to see if it works. Experiencing success and results even though it is challenging is important. It also has to be something that you cannot ever master - it has to lure you in so that you want to keep playing and getting better. - Organising Maths games for my students - Creating a games-based mentality when coaching my cricket and rugby teams - Personally I find playing golf and surfing fun as they are challenging and rewarding and you feel as if you are in the moment when you are doing them
What is the difference between gamification and Games Based Learning? What is gamification? Gamification is the design of game elements into normally non-gaming activities Gamification examples include Four Square, Adobe Education Exchange
Reflection Add your thoughts here and also add to the KWL notes above, where appropriate. Gamification and GBL has proven effects on student learning. I think that a games approach is important to include in your teaching strategies because as humans we have a naturally playful nature. I think that creating this fun element through games is essential to all teaching / coaching.
Level 2
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Some learning outcomes that would benefit from gamification would be:
- EN1‑5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words Spelling e.g agree or disagree game, Smartboard quiz game
- EN1‑9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts Writing / grammar – Smartboard quiz game
- Mathematics – mostly all Mathematical outcomes
Observe and reflect After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I played a simple spelling game with my Year 1 class and they absolutely loved i - Buzz off Your Out. The students sit in a circle and we move either clockwise or anti-clockwise around the circle. I will choose a word to spell and the students have to say the correct letter one letter at a time. When we get to the end of the word the next person says buzz, the next off, the next your and the last out. The person next to the 'out' student is eliminated from the game. I also encourage good sportsmanship and accepting when things don't work out so this is an important 'life' skill that they are learning too.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
The PRC has some game based elements but is not a true game in the sense of the word. It has elements of progression, challenge and reward to increase participation, motivation and ultimately satisfaction. I have completed the rubric and analysed each area to show the intensity of the Challenge in terms of gamification and GBL.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
see attached file.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
The module has now opened my eyes into the high quality games-based learning experiences that can be incorporated into the classroom. Examples such as the Zombie Based Learning are fantastic examples of games with a multitude of layers that can allow students to have an incredible learning experience. Everyone loves to play games so why not incorporate them into what would otherwise be normal lessons. The challenge is to design the game process and the rubic provided in this module is a great resource to get this process underway.
Game Thinking Planning Template Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
Description of game: This is a whole class spelling / writing activity which is designed to challenge the students’ knowledge of their spelling words and grammatical understanding for the week according to the program. The game is team based and the points earned will be contributed to their Class Dojo table points. The students sit at their table group and have their spelling book open to a new page divided into columns for the words. I have a pre-set interactive notebook on the Smartboard with each page that has a clue relating to the spelling word and jumbled up letters. The teacher controls the game by going from one table to the next. The teacher chooses a student randomly from a table to read the clue and then have a go at un-jumbling the letters to spell the word. If the student is able to un-jumble the letters to spell the word that table earns a point. A bonus question relating to grammar / writing / VCOP is then asked off that student (e.g is it a noun, verb, adjective, what is a synonym for this word? Etc). If they get this right they score a bonus point. The teacher then follows this process to the next table. If a table is unable to complete either challenge the game moves to the next table. At each stage all students are encouraged to still be involved by writing the word down if they know it on their list – they must not call out their answer though. At the conclusion of the game the students as a class then practise their writing by using each spelling word in a sentence. The knowledge they have gained from the quiz should allow some interesting sentences to be produced.
Possible constraints include:
Class becoming overly competitive leading to inappropriate behaviour / poor acceptance of results
As it is a whole class activity differentiation is challenging for this lesson
Relevance for the students - a great game and related to their lives for their spelling / grammar focus for the week but not as effective as a story / theme based game such as ZBL
EN1‑5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words Spelling e.g agree or disagree game, Smartboard quiz game EN1‑9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Description of your audience (Age, likes and dislikes, motivations etc) Age – 6 / 7 years Likes – Movement, interaction, competition, structure, fun elements / excitement, reward Dislikes – no game elements
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game) One lesson per week as a spelling / writing challenge – approximately a 40 minute lesson but incorporating writing component will extend this process.
Game Elements (Game Dynamics, Game Mechanics and Game Components) Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun) Hard fun – opportunity for challenge, reward and accomplishment but not much chance for deep strategy Easy fun – not much chance for creativity except for the writing process at the conclusion of the game. Figuring out the problem is the challenge of unlocking the word. Serious fun – excitement, repetition Social fun – working as a team to earn points and play against each other. Children will learn the skills of encouragement, patience and acceptance.
Reflection of lesson This lesson worked very well in terms of engagement. All students in the class seemed to enjoy the experienced – I gauged this because I had a number of students asking me if we could play the game again. Having the students writing the words down if they figured them out (even if they weren’t directly involved at the time) kept the students on task and involved so behaviour problems did not arise. The only potential problem was the differentiation element as it was a whole class activity. The progression element with the bonus questions is a fantastic element in the game and allows grammar, spelling and writing to integrate
Have you filled in the evaluation? Have you found the bonus level content?
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? That games increase engagement and motivation for learning
W = What do you want to learn? Some different ways I can use games in my teaching / coaching
L = What have you learned? (we'll do this last one later)
Fostering Student Engagement
I already use some games in my day-to-day teaching
Engagement
- An activity that I was recently engaged with was a recent golf lesson I had with my local professional.
- It was engaging because I am interested in golf, the professional showed me what I needed to improve and gave me constructive advice / drills / games that I could use to improve
- I saw immediate results during the lesson
- Positive encouragement
- I felt excited and enthuisatic about golf again
Air New Zealand safety movie
- Enaging because it used the themes of a popular movie (Hobbit) to convey important safety messages.
- Because it was delivered differently it had your attention
Why are games engaging? Marc Prensky
1. Games are a form of fun. That gives us enjoyment and pleasure. Fun gives relaxation and motivation and therefore the learning is better.
2. Games are form of play. That gives us intense and passionate involvement. Play is something one chooses to do. • Play is intensely and utterly absorbing. • Play promotes the formation of social groupings.
3. Games have rules. That gives us structure.
4. Games have goals. That gives us motivation.
5. Games are interactive. That gives us doing.
6. Games are adaptive. That gives us flow.
7. Games have outcomes and feedback. That gives us learning.
8. Games have win states. That gives us ego gratification.
9. Games have conflict/competition/challenge/opposition. That gives us adrenaline.
10. Games have problem solving. That sparks our creativity.
11. Games have interaction. That gives us social groups.
12. Games have representation and story. That gives us emotion.
I agree with Marc Prensky. An example that I can use is in the coaching of my Rugby team. When we just do drills working on a skill I find the energy levels not the same. For each skill I try to now look at a game I can use to develop the skill. It increases the fun and motivation and ultimately skill development improves often without the student knowing. I use many games in Mathematics too.
The 4 Keys to Fun Nicole Lazzaro
- 1. Hard fun – challenge
- 2. Easy fun – exploration, trial and error
- 3. Serious fun – reward e.g weight
- 4. People fun – amusement (laughter) social bonding
Fun to me is doing something or playing something that you want to do and can't wait to do. It doesn't feel like work yet can be challenging. It is never boring. I like the feeling of exploration and trying something new to see if it works. Experiencing success and results even though it is challenging is important. It also has to be something that you cannot ever master - it has to lure you in so that you want to keep playing and getting better.- Organising Maths games for my students
- Creating a games-based mentality when coaching my cricket and rugby teams
- Personally I find playing golf and surfing fun as they are challenging and rewarding and you feel as if you are in the moment when you are doing them
What is the difference between gamification and Games Based Learning? What is gamification?
Gamification is the design of game elements into normally non-gaming activities
Gamification examples include Four Square, Adobe Education Exchange
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate. Gamification and GBL has proven effects on student learning. I think that a games approach is important to include in your teaching strategies because as humans we have a naturally playful nature. I think that creating this fun element through games is essential to all teaching / coaching.
Level 2
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Some learning outcomes that would benefit from gamification would be:
- EN1‑5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words Spelling e.g agree or disagree game, Smartboard quiz game
- EN1‑9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts Writing / grammar – Smartboard quiz game
- Mathematics – mostly all Mathematical outcomes
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I played a simple spelling game with my Year 1 class and they absolutely loved i - Buzz off Your Out. The students sit in a circle and we move either clockwise or anti-clockwise around the circle. I will choose a word to spell and the students have to say the correct letter one letter at a time. When we get to the end of the word the next person says buzz, the next off, the next your and the last out. The person next to the 'out' student is eliminated from the game. I also encourage good sportsmanship and accepting when things don't work out so this is an important 'life' skill that they are learning too.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)The PRC has some game based elements but is not a true game in the sense of the word. It has elements of progression, challenge and reward to increase participation, motivation and ultimately satisfaction. I have completed the rubric and analysed each area to show the intensity of the Challenge in terms of gamification and GBL.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
see attached file.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.The module has now opened my eyes into the high quality games-based learning experiences that can be incorporated into the classroom. Examples such as the Zombie Based Learning are fantastic examples of games with a multitude of layers that can allow students to have an incredible learning experience. Everyone loves to play games so why not incorporate them into what would otherwise be normal lessons. The challenge is to design the game process and the rubic provided in this module is a great resource to get this process underway.
Game Thinking Planning Template Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
Description of game: This is a whole class spelling / writing activity which is designed to challenge the students’ knowledge of their spelling words and grammatical understanding for the week according to the program. The game is team based and the points earned will be contributed to their Class Dojo table points. The students sit at their table group and have their spelling book open to a new page divided into columns for the words. I have a pre-set interactive notebook on the Smartboard with each page that has a clue relating to the spelling word and jumbled up letters. The teacher controls the game by going from one table to the next. The teacher chooses a student randomly from a table to read the clue and then have a go at un-jumbling the letters to spell the word. If the student is able to un-jumble the letters to spell the word that table earns a point. A bonus question relating to grammar / writing / VCOP is then asked off that student (e.g is it a noun, verb, adjective, what is a synonym for this word? Etc). If they get this right they score a bonus point. The teacher then follows this process to the next table. If a table is unable to complete either challenge the game moves to the next table. At each stage all students are encouraged to still be involved by writing the word down if they know it on their list – they must not call out their answer though. At the conclusion of the game the students as a class then practise their writing by using each spelling word in a sentence. The knowledge they have gained from the quiz should allow some interesting sentences to be produced.
Possible constraints include:
EN1‑5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words Spelling e.g agree or disagree game, Smartboard quiz game
EN1‑9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Description of your audience (Age, likes and dislikes, motivations etc)
Age – 6 / 7 years
Likes – Movement, interaction, competition, structure, fun elements / excitement, reward
Dislikes – no game elements
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
One lesson per week as a spelling / writing challenge – approximately a 40 minute lesson but incorporating writing component will extend this process.
Game Elements (Game Dynamics, Game Mechanics and Game Components)
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Hard fun – opportunity for challenge, reward and accomplishment but not much chance for deep strategy
Easy fun – not much chance for creativity except for the writing process at the conclusion of the game. Figuring out the problem is the challenge of unlocking the word.
Serious fun – excitement, repetition
Social fun – working as a team to earn points and play against each other. Children will learn the skills of encouragement, patience and acceptance.
Reflection of lesson
This lesson worked very well in terms of engagement. All students in the class seemed to enjoy the experienced – I gauged this because I had a number of students asking me if we could play the game again. Having the students writing the words down if they figured them out (even if they weren’t directly involved at the time) kept the students on task and involved so behaviour problems did not arise. The only potential problem was the differentiation element as it was a whole class activity. The progression element with the bonus questions is a fantastic element in the game and allows grammar, spelling and writing to integrate
Have you filled in the evaluation? Have you found the bonus level content?